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Background and Aims: The quality of reports plays a crucial role in patient care. Statistics reveal instances of negligence in patient care due to ineffective reporting by nurses, underscoring the need for enhanced efforts in nursing student education. Given the variety of methods available for teaching report writing, this study aimed to compare the efficacy of workshop and virtual training approaches in improving the quality of report writing among nursing students at Birjand University of Medical Sciences. Materials and Methods: This interventional study involved 111 nursing students from Birjand, randomly allocated into three groups of virtual training (n=36), workshop training (n=36), and control (n=39). For students in the workshop training group, educational content was delivered through a workshop comprising three 4-hour sessions covering six topics. For the virtual training group, educational material was provided as text, audio, and visual files via Telegram over one week (six days dedicated to training and one day for summarizing the content) and sent to students daily at specified times. The status of students' report writing skills was assessed before and after the intervention (immediately and two weeks post-training). Results: The mean score for report writing quality immediately after the completion of the workshop training program was 91.4 ± 58.80 in the workshop training group, significantly higher than that in the other groups studied. Moreover, the mean score for report writing quality two weeks after completing the training program in the workshop training group was 16.5 ± 91.78, significantly higher than that in the other two groups. The mean difference in report writing quality scores immediately after training completion in the workshop training group was significantly greater than in the other groups (P<0.001). Conclusion: Based on the findings of this study, the workshop method was more effective than the virtual approach for teaching report writing to nursing students. [ABSTRACT FROM AUTHOR]

Background & Aim: Due to the increase in anxiety caused by corona in students, especially nursing students who deal with patients, it seems necessary to identify ways to deal with it. The purpose of the present study is to investigate the relationship between religious beliefs and anxiety of Corona among nursing students of Gonabad University of Medical Sciences. Materials & Methods: In this descriptive research, 159 nursing students who met the criteria for entering the study in 2019 were included in the study by stratified random sampling. The data was collected through the questionnaire of demographic information, corona anxiety and religious beliefs of George. Data analysis were analyzed using descriptive and analytical statistical methods (Kolmogorov-Smirnov, Mann-Whitney, Fisher, Chi-Square) at a significance level of P<0.05. Results: The results showed that the majority (79.2%) of weak corona anxiety research units had strong religious beliefs (73.6%), and Spearman's test showed that there is no significant relationship between corona anxiety and religious orientation (P<0.05). Conclusion: Acting on religious beliefs can reduce people's anxiety in difficult and critical situations, and in this study, because the majority of the research units had strong religious beliefs, they reported low corona anxiety. [ABSTRACT FROM AUTHOR]

Introduction: With the emergence of new and re -emerging diseases and their medical staff and students facing infectious diseases, it was felt necessary to support them regarding the stress and anxiety caused by the disease. Therefore, this study was conducted to design, implement, and evaluate a workshop on mindfulness in clinical encounters for nursing students. Method : This educational research was conducted on 66 nursing students based on the Glasik criteria. First, the needs and goals were determined based on the literature review and expert panel; the workshop was designed with a focused group of student representatives, and then the implementation of the program began. For evaluation, the satisfaction form was used to measure learning, anxiety, and performance. Results: The average satisfaction of the learners with the efficiency of the course was 32.3 and the satisfaction with the organization of the course was 25.6. The average work participation before the workshop was 19.33 ± 6.19, which after the workshop was 28.13 ± 4.69 and was significant (P < 0.001). The average anxiety before the workshop was 20.40 ± 10.73, but after the workshop decreased to 10.90 ± 13.64 and was significant (P < 0.001). The mean of mindfulness before the workshop was 89.46 ± 17.16, which reached 99.26 ± 18.70 after the workshop (P = 0.007). Conclusion: The mindfulness workshop provides a suitable opportunity to practice techniques for dealing with stress and critical situations for undergraduate students who have fewer skills. It is suggested to investigate this intervention at other educational levels. [ABSTRACT FROM AUTHOR]

Introduction: Nursing grand rounds are one of the potential factors for providing up -to -date evidence to nurses and nursing students and their use at the patient's bedside. Identifying the visible and hidden angles of this experience can help to improve this approach. Based on this, this study was exploring the experience of undergraduate nursing students from Grand Round. Methods: This study is part of a qualitative study with an exploratory sequential interventional combined approach that was conducted with the help of conventional content analysis. For this purpose, 25 undergraduate nursing students of the 7th semester, who had internship experience in intensive care units in the Grand Round method, were purposefully included in the study. Then, with the help of semi -structured, in -depth, and face -to -face interviews with an average of 40 to 60 minutes, the experiences of these participants were extracted and after recording and implementation, they were analyzed with the help of Granheim and Lundman's approach. Results: The mean± SD age of these students was 21.3 ± 10.8 years. From a total of 25 interviews conducted with the participants, 423 primary codes were extracted. After merging the codes that had similar content and meaning, three main categories of internship purposefulness, withdrawal from island education and perceived challenges appeared with 9 subcategories. Conclusion: Since the participants in the study claimed that with the help of this approach, education at the bedside is targeted and in fact, they are faced with a new approach in education, it is necessary to take steps to identify this approach and try to solve the challenge of this approach. [ABSTRACT FROM AUTHOR]

Background & Aims: Intelligence traditionally is defined according to mathematical - logical language abilities. psychologists have called the most important individuals' talent IQ for Many years. This paper aims to understand the relationship between emotional intelligence and foreign language learning in health and nursing students in Medical Sciences University of Urmia. Materials & Methods: This research is an applicable and analythical -- sectional study. The research community includes 348 Nursing and health students of Medical Sciences University of Urmia who were asked respond to Bar-on's Emotional Intelligence Questionnaire. Relationships among the scores of Emotional intelligence and reading, listening, speaking and writing skills in foreign language and the overall mean of the samples were initially tested and then the correlation among the scores of the five branches of EQ scores were analyzed by the Pearson test. Results: This research shows significant relationships between the structures of individual intelligence, interpersonal, stress management skills and academic achievement. Accordingly, both women and men were tested. Accordingly, both women and men were tested. The obtained results show that no significant relationship exists between emotional intelligence and learning foreign languages among men. But different results are obtained in the case of women, however there is separate relationship between academic achievement and adaptability, stress management, reading skills and stress management, adaptability and general mood, speaking, emotional instability and intrapersonal intelligence and stress management. Conclusion: As the results show, the rate of success in learning a foreign language is directly related to emotional intelligence. [ABSTRACT FROM AUTHOR]

Background and objective: Inappropriate function of organizations is directly associated with the physical and psychological health of the society. One such organizations are medical universities which are responsible for educating students of nursing. This study focuses on the association of educational planning with the mental health of nursing students of Tehran Medical Science University with emphasis on the educational stressor factors and stress management methods. Materials and methods: In this descriptive-cross sectional two questionnaires were used: researcher-made questionnaire (a = 0.71) and Jalowiec Coping Styles Questionnaire. The correlation coefficient of test and retest after 3 weeks was used for Jalowiec questionnaire (r=0. 89). The random sampling method among nursing students of Tehran University Medical science was used and the size of the sample was 376. Data were analyzed using descriptive statistics and analytical ones (t-test and ANOVA) through SPSS 21. Results: Out of 354 students, 32.1% were suspected to have psychological disorders. These disorders were 29.7% among females and 34.6% among males, respectively. There was a statistical correlation between mental health and previous physical illnesses (p<0/05). There was a significant correlation between stressful factors experienced and mental health. In addition, there was a significant correlation between mental health and educational stressful factors such as negative attitudes in the community about nursing and ambiguity about professional role of nurses at the time of education (p < 0.05). Conclusion: A number of nursing students were suspicious to have mental disorders. Therefore, in order to prevent physical and psychological destructive effects of stress on students, it is recommended to think about the educational stressful factors to diminish mental problems. Paper Type: Research Article. [ABSTRACT FROM AUTHOR]

Background & Aims: The Knowledge of pharmacology in nursing education is important. So it's learning plays an important role in pharmaceutical care skills in the future of their job. This study was done to survey the frequency, causes, and solutions to overcome on the lack of knowledge of pharmacology in nursing students. Materials & Methods: This study is a cross-sectional, and it was conducted with all nursery students in second, third and fourth year (n° of students: 197). Data is collected by a questionnaire, and they were analyzed by SPSS (ver.16) finally. Results: 86/9% of nursing students expressed that they have little knowledge in their pharmacology and 95% of these students estimated their knowledge above the average. Among the possible causes for this weakness can be; the volume of materials relating to pharmacology and it's presentation in one term. Offering pharmacology in consecutive semesters was selected as the best solution to overcome this weakness subsequently. Conclusion: Awareness of weakness in pharmacology and it's estimation above average level by the majority of students on the one hand and the importance of pharmacology in nursing education on the other hand as well as it's role in training of qualified nurses, makes it necessary to seek serious ways to overcome this flaw, and to improve the nursing students' knowledge on pharmacology. [ABSTRACT FROM AUTHOR]

Introduction: Educating students in a safe environment such as simulated centers can be effective in providing educational services and preparation for clinical work. Accordingly, the present study was conducted with the aim of designing, implementing and evaluating clinical pharmacology simulation training method for nursing students. Methods: This study was performed in 2019-2021 in three main phases of design, implementation and evaluation of Pharmaceutical Skills Center in Clinical Skills Center of Tehran School of Nursing and Midwifery. First, the design phase was accomplished by preparing the space and the desired drugs. Due to the prevalence of Covid-19 disease, part of the implementation and evaluation phase was carried out in the virtual context. Before and after the internship, students' knowledge, skills, satisfaction and clinical reasoning were measured using relevant questionnaires and analyzed using descriptive and analytical statistics. Result: The mean scores of the three variables in terms of pharmacology knowledge, drug calculation skills and clinical reasoning of pharmacology of nursing students before and after the internship were examined. The results demonstrated that all three means were significantly improved compared to that of before the intervention (P <0.001 and P = 0.001). The mean of total students' satisfaction with pharmacology internship course turned out to be 30.57 (3.2), which indicated the relative satisfaction with the training course. Conclusion: In general, the results of the study indicated an improvement at the level of pharmacological knowledge, clinical reasoning of pharmacology and a significant improvement in pharmacological skills. Despite the limitations of Covid 19, this training method seems to augment the performance of nursing students in pharmacology. [ABSTRACT FROM AUTHOR]

Background and Aim Musculoskeletal disorders are mainly prevalent among college students who experience direct contact with patients. This study aimed to determine the prevalence of musculoskeletal pains among Rehabilitation, Dentistry, and Nursing students at Arak University of Medical Sciences in 2017-2018. Methods & Materials In this cross-sectional descriptive study, 538 students of Arak University of Medical Sciences were recruited using the convenience sampling approach. Variables included age, sex, body mass index, study field, hours of using smartphone per day, and nine symptom sites being neck, shoulders, upper back, elbows, low back, wrist/hands, hips/thighs, knees, and ankles/feet. The researchers assessed the musculoskeletal pain by using the Nordic questionnaire and demographic questionnaire. Statistical analysis was performed using SPSS V. 18. Ethical Considerations The Research Ethics Committee of Arak University of Medical Sciences approved this study (Code: IR.ARAKMU.REC.1397.253). Results In this study, 538 students (205 males and 333 females) were studied with Mean±SD age of 22.04±2.53 years old. The results showed that the prevalence of musculoskeletal pain in the spine (neck 29.4%, upper 24.3%, and lower back 37.2%) was higher than in upper and lower extremities. Musculoskeletal pain in the shoulder, upper, lower back, and thigh were significantly different based on sex. Also, musculoskeletal pain in the neck and ankle, and foot were significantly different based on age (P<0.05). There was a significant difference between musculoskeletal pain of back and ankle based on smartphone use hours per day. Conclusion This study suggested that rehabilitation, nursing, and dentistry students are at risk for musculoskeletal pain, especially in the lumbar, cervical, and upper back. [ABSTRACT FROM AUTHOR]

Introduction: The use of electronic technologies in teaching-learning process has become the integral part of education. The aim of this study was to explore the effect of using electronic portfolio on self-regulation strategies of nursing students in the physiology course. Methods: This paper is a quasi-experimental study with a pretest-posttest design and a control group. The statistical population consisted of all students of the nursing school of Malayer City in 2014-15 academic years. Thirty students were selected by means of convenient sampling method, and then randomly assigned into control and experimental groups. In order to measure self-regulated learning strategies, Pintrich and De Groot’s self-regulated learning strategies questionnaire whose validity and reliability was confirmed in previous studies was used. The collected data were analyzed by descriptive and inferential statistics (independent t-test). Results: Findings showed the improvement of self-regulation in the experimental group who learned the physiology course through electronic portfolio, as opposed to the control group who received routine teachings (t=4.58, p=0.001). Conclusion: Given the findings of the present study and effectiveness of using electronic portfolio in improving students’ self-regulation in the physiology course, it is recommended to implement this electronic technology in medical education.

Introduction: Students from any country are considered to be intellectual and Spiritual assets of that country. The effectiveness of each educational system is the degree to which students learn their academic achievement, test anxiety negatively affects academic achievement. Since metacognitive strategies are considered as the main and important aspects of learning strategies. The purpose of this study was to investigate the effect of teaching metacognitive strategies on improving academic achievement and reducing test anxiety in nursing students. Methods: This research was applied to the target and based on the method of a semi-experimental that was used for the pre-test and post-test design with the control group. The research population consisted of undergraduate students studying semester 2017-18 in the Faculty of Nursing and Midwifery of Mashhad University of Medical Sciences. 40 patients (20 in the experimental group and 20 in the control group) were selected by systematic random sampling. In this study, the test anxiety scale was used by Abolghasemi et al. To determine academic achievement, mean of the end of the two consecutive semesters was used. In order to remark ethical considerations, the sample group was assured that their information would remain confidential, also before submitting the questionnaires, by providing clear explanations, the information about the research was communicated to the students, and the researcher told the subjects that they could withdraw from the research at any time. Descriptive indices and covariance analysis were used to analyze the data. Result: The total number of samples in this study was 40, of which 64% were women and 36% were male. In terms of age, 89% of the sample group were 19-21 years old with an average age of 19/54 years, and 68% native, and 32% were non-natives and residents of the dormitory. 85% were single and 15% were married. The results of covariance analysis showed that the training of metacognitive strategies significantly increased the academic achievement of students (F = 7.54 and p>0.001) and also reduced students' test anxiety (F = 10.12, p>0.001). Conclusion: Using metacognitive strategies by students can have an effect on the reduction of test anxiety and in many cases it prevents test anxiety and also improves academic achievement. [ABSTRACT FROM AUTHOR]

Introduction: Belongingness is one of the most important needs among students in order to have proper performance in clinical setting. If basic needs of students to security and belonging are not met, higher level needs will be of less importance and there will not be an opportunity to consider them. The purpose of this study is to present a set of findings by studies exploring nursing students’ experiences of belongingness in clinical settings. We present the findings related to the theme of conformity to clinical settings in this paper. Methods: In this phenomenological study, 10 undergraduate students from Schools of Nursing and Midwifery affiliated to Lorestan University of Medical Sciences were selected using purposive sampling and semi-structured interviews were done. All interviews were recorded and then transcribed verbatim. Data was analyzed by Giogi’s method. Results: In relation to the theme of "conformity with the clinical setting" as one of the main themes of the study, a total of 3 categories and 11 subcategories were deriviated. Compliance with clinical environments (subcategories included observing the rules, familiarity with clinical environment, and trying to adapt with environment), establishing a safe atmosphere (subcategories consisted of safe physical environment, psychologically safe environment, socially safe environment, and improvement of interpersonal interactions) and the impact of community networks of nursing (subcategories consisted of peers and nursing staff, nurses as role models, the key role of head nurses and clinical instructors). Conclusion: In order to achieve belongingness in clinical setting, there is an urgent need for reinforcement of compliance and adaptation of nursing students with clinical environments and information about the settings and it’s policies, relevant agency personnel, clinical atmosphere with trust, security and improvement, interpersonal interaction considering the impact of social networks, including peers, clinical instructors, and nursing staff.

Introduction: Empathy toward patients with mental disorders is important. This study aims to determine the effect of psychology clerkship on empathy toward patients with psychiatric disorders in nursing students. Methods: In this quasi-experimental study with pre and post-test design, those who enrolled in apprenticeship course 1 in Ibne-Sina Psychiatric Hospital of Mashhad have been selected by random cluster sampling. Jefferson nurses' empathy questionnaire was completed in three stages before the start of psyche clerkship, on the last day of psyche clerkship and one month after the psyche clerkship in order to investigate any outcome. Data analysis was carried out by variance analysis test with repeated measures. Results: The results showed that there was a significant mean change in the total empathy score before the start of psychology clerkship (97.0 ± 12.5), the last day of psychology clerkship (98.9 ±12.3) and one month after the end of psyche clerkship (100.0 ± 11.6) (p <0.005). Conclusion: psyche clerkship improves empathy toward mental disorders in nursing students. [ABSTRACT FROM AUTHOR]

Introduction: Holding computer skills training and information technology (IT) courses for nurses and delivering IT courses in nursing curriculum are of recent changes in nursing field. This study focuses on the identification and comparison of information sources used by nurses and nursing students after introducing information technology and identifying barriers to using them. Methods: This descriptive-analytical study was conducted on 412 nurses and nursing students in hospitals affiliated to university of medical sciences and social security organization in Semnan(Iran) during 2011. Data were collected through a researcher-made questionnaire that measured the use of information resources. Data were analyzed through descriptive and inferential statistical tests. Results: Despite that most subjects had passed IT training courses, they had little desire to use databases (2.3±0.6,out of 4, Average of monthly use) and electronic journals (2.7±0.7) in their clinical decisions. Lack of skill in the use of the library (2.2±0.6) and also difficulty in understanding scientific papers (2.1±0.9) were the most important barriers reported by nurses and students. The difference of scores for using information resources and reported barriers was significant between students and nurses (P

Introduction: Evaluation is the heart of any educational program and in nursing programs ensure the competence of nursing students. This study aims to explore the experiences of nursing students' clinical evaluation.. methods: The present study is qualitative content analysis. Participants in this study were 12 nursing students enrolled in the 8th semester. Purposive sampling was performed until data saturation. Data collection was performed using semi-structured interviews. The first step was to determine the meaning units. The coding was performed, then, the units were classified based on similarities and sub-classes were formed. After that, and combined classes and the main themes were extracted. Results: Twelve students participated in this study. After aalysing the findings, the main themes were extracted. There are some classes included types of assessment, professional experience of the trainer, and assessment tools to evaluate the physical and psychological environment. Conclusions: Effective evaluation process is a concept that should be considered. Proper planning to reform the evaluation process for achieving the learning outcomes and empower nursing students is essential. [ABSTRACT FROM AUTHOR]

Background & Aims: Communication skills are the cornerstone of the entire adequate clinical measures and have an important role in health sector. Therefore, educating communication skills to the students improve the efficiency of the education system. In this regard, Competency-Based Education Model (CBEM) is a new educational model that aims to reach desired clinical role. This study aims to determine the effect of implementing competency-based education model on nursing students' communication skills in Urmia Medical Sciences University. Materials & Methods: In this quasi-experimental study with post-test design; 34 senior nursing students, who met the inclusion criteria, were selected through census and divided into two groups as control and experimental. The control group received traditional education and the experiment group received competency-based education for their coronary care unit course. The students' communication skills score were measured through a researcher-made data collecting instrument (selfreport questionnaire with likert rating scale). The collected data was analyzed by SPSS (19) software using descriptive and inferential statistics (Kolmogorov-Smirnov, Chi square and independent t-test). Results: The results indicate that communication skills of students in the experimental group was significantly higher than students in the control group (P=0.007). Conclusion: CBEM better than the conventional model improves the students' communication skills. Therefore, it is suggested to improve the efficiency and the effectiveness of clinical courses by taking advantage of this educational. [ABSTRACT FROM AUTHOR]

Introduction: Among the factors that are involved in medical education, undoubtedly feedback is a special place. Feedback is a link between assessment and learning. Student satisfaction has an important indicator in the quality of learning and teaching. Learning is also associated with the satisfaction of students from the courses. The present study aimed to investigate the effect of feedback in clinical education. Methods: This quasi-experimental study was performed on all of the seventh term nursing students in the faculty of Nursing and Midwifery in Arak and shazand cities. In the first semester in 93-94, they were trained post-CCU ward. The participants were selected through the census procedure. The students in both groups (intervention and control) were selected randomly in subgroups of 7 and 8 participants. In each group, the students were trained for 4 weeks in the morning shift. To determine the effects of these two methods, after completion of each of the training courses, all of the students completed the questionnaires and the results were compared. Results: The results showed that the intervention and the control groups were similar in terms of demographic characteristics (gender, indigenous and student work experience) and there was no statistically significant difference. Therefore, the mean of overall student satisfaction scores in the intervention group was higher than the control group. In all of the levels, the intervention group had more satisfaction compared to the control one. Statistical test showed a significant difference between the two groups (P <0/003). Conclusion: Generally, it can be said that the immediate and planned feedbacks during the training were offered to students and it could lead the way clinical training in the correct direction. So, the student satisfaction was increased with this process. [ABSTRACT FROM AUTHOR]

One of the educational goals in bachelorette degree of nursing is providing nurses for doing different tasks such as nursing leadership. Registered nurses as leaders deal with different groups. So skills in group leaderships and having knowledge in group process are critical for nurses. Board of nursing educations must apply methods to provide nursing students with leadership skills and group process. In this paper use of seminar as a teaching method for leadership and group process is discussed. Group process dependence in nursing Lots of example showed the nursing tasks as a group leader or a member of group. Marram (1978) mentioned that: "there is no more questioning about if nurses should be the leaders of groups"